The bell rings, and the newly elected government leaders meet at the assembly hall, ready to take an oath. The new Head Boy and Head Girl meet their predecessors in the hall to exchange ties. The exchange of ties signifies that the new leaders are now ready to take up their roles. 

“To be identified as one of the leaders, we wear a blue tie instead of the striped ties,” says Daudi T, the former Head Boy.The student government body at St Jude’s is run entirely by students. They represent students’ voices, follow up on students’ welfare and discipline as well as the students’ academic progress. 

Each year, the student government is elected by fellow students, with candidates running campaigns to seek votes from their peers. 

“Candidates who want to contest are asked to collect and fill out a form. Once the forms are returned, the names are sorted and put into different posts that the candidates are contesting for. Thereafter candidates get interviewed by teachers and other reigning government leaders,” says Mary, the former Head Girl.

Describing how they pick the candidates, Daudi T says, “There are three key points of choosing a leader; discipline, academics and leadership skills. We pick candidates who’ve scored at least a minimum of division two and are well disciplined. Discipline is evaluated by using the discipline form that every student is required to fill, and a candidate should at least have a B mark.” 

The government elections are highly supervised by teachers and other incumbent student leaders. 

“We have a good system of voting. It is normally done in a situated poll station. Students are given forms that they cast in a ballot to vote for their favourite candidates. The votes are later collected from the poll stations and submitted to the administration for counting and announcing the winners,” Daudi T, who was also part of the election committee, explains. 

The student government at Smith Campus serves as a link between students and teachers. 

“We are like mediators, connecting the students and the teachers. If students have problems, they come to us first, and we try and sort out the issue. If the problem is severe, then we escalate it to teachers for further assistance,” Brenda, the former assistant academic prefect stated.

After the swearing-in, Nasra new Head Girl, Daudi S new Head Boy and Jessica, the new General Secretary were all overwhelmed with happiness. 

“First of all, I’m proud. Having people to trust you and elect you in this position makes me feel special,” said Nasra cheerfully. 

“It’s definitely a new experience for me, but I had faith in myself. All of us, as leaders, know our responsibilities, so it’s easy for us to make great leaders,” said Jessica. 

Holding the pledge book, Daudi S said he’s always had a passion for leadership. He believes that all the skills that he’s acquired in school, and everything he’s been studying has prepared him for a leadership position. 

“Challenges are what makes a leader great. As a leader, you are trained not to run from challenges but rather to find solutions to overcome them.” Daudi S says with pride. 

“My promise to the students who voted for me is that, during this government, they’ll enjoy their time at school. This government is all about happiness,” Daudi promises. 

All students in the government body, those before and present, see themselves becoming leaders once they graduate school. The students feel that by being leaders, this will allow them to help fight poverty and alleviate their communities from the struggles they face daily. They also wish to be role models to other youth in their local communities. 

Students at Smith Campus take leadership very seriously and deem being part of the school government as an important role and skill to have.

The new academic year has started for A Level students and Form 6 students are currently doing their regional exams. Walking towards the shade at Smith Campus is Joshua, Daniel and Daudi, Form 6 students who’ve just finished their regional examination for that day, joined by Samson who is in Form 4.Cracking a joke about how hard the physics paper was, Joshua said, “Today’s exam was difficult. We had to leave some questions worth ten marks unanswered because it was a topic that we haven’t covered yet. Starting a new academic year is a bit of a challenge for me because we still have to cover some of the Form 5 topics.”

“Honestly, it feels great to be back at school. I felt like my brain was becoming slow and I was a kindergarten student learning to read and write by the time I’m back. It was a difficult period.”

“We had our study packs but it's not the same thing. I believe you need a supporter, a teacher, a school and lesson materials to able to study properly. We are glad that the school is open again,” Joshua added. Agreeing with Joshua’s sentiments, Daniel said, “Life at home was really challenging. I prefer coming back to school, and I never want to go for a holiday again until I graduate. I feel safe here more than when I’m home.”

“For me, the most difficult part was to wear the face masks the whole day and washing hands regularly. When I left, this wasn’t the culture but I had to adapt,” he added. 

Schools across Tanzania, including St Jude’s, were mandated by the government to close on 16 March and all students had to return home. Having to stay home for over three months, Samson and Daudi said they had a tough time coping when they returned to school.
“When I got back, having to stick to the school’s timetable was challenging.” To make up for the lost time all students are required to do an additional two hours of learning per day as directed by the government, “this has made it even more difficult for me to adjust,” Samson said. Daudi who was also of the same opinion added that “Although it was tough, the teachers had tests prepared for us when we returned to keep ahead in our learning.” To support the students, St Jude’s had prepared and delivered four rounds of study packs for all students to continue learning while they were at home. These included lesson notes, worksheets and even mock exams. Joshua, Samson, Daniel and Daudi all agreed that the study packs were extremely helpful, affirming that the packs were a reminder of their studies and priorities and that St Jude’s truly cares for them.

“The study packs were indicators of us going back to school. Before the packs, I would spend most of my time doing different chores around the house and helping my parents with some of their work. When the packs arrived, this helped me to re-focus on my studies. It was the best idea from St Jude’s,” Joshua said.

“My parents took the study packs very seriously. Before the study packs, it was hard for me to study. I would probably study for two minutes and get discouraged especially when I knew there was no grading. But the thought of teachers preparing, printing and delivering the packs and that the school was incurring cost in doing so just to support its students, this made me study hard as if I was studying for a real test.” Daudi said with a soft chuckle. 

Now that the students are back at school, they’ll be studying hard until December. One thing is certain: despite all the challenges St Jude’s students faced due to COVID-19, education remained top priority.

It’s 5am on a Sunday, pitch black outside, with no hint of light. Mr Somboka, the accounting teacher at St Jude’s picks up his phone to turn off his alarm, the screen glowing on his face.

Most weekends, Mr Somboka volunteers his time, going into St Jude’s to help his students.

His morning routine involves having a shower before eating his breakfast and, as the sun rises, he begins looking over his notes. Mr Somboka likes to meticulously prepare his lessons, reading absolutely everything that he can find. 

At about half past nine, he says good-bye to his wife and two children, before arriving at St Jude’s just before ten o’clock. 

As Mr Somboka arrives at St Jude’s, he walks towards Room 10 of Block B where fourteen of his Form 6 students are waiting for him. Today’s focus will be going over their previous exam.

After arriving, students begin approaching Mr Somboka’s desk, he goes over each exam with them individually. Some of them come holding a letter which outlines what errors they made in the exam, and strategies they can use to improve. “After receiving the letters I sit with them one after another and we talk,” says Mr Somboka. “We find a way to solve a problem with each student.”

Last year, St Jude’s Form 6 accounting class made it into the top 10 schools in Tanzania and Mr Somboka identifies one key factor in this success. 

“I came up with strategies on how students will love my subject,” he says. “Accounting is everywhere!”

To connect with his students, Mr Somboka keeps his classes practical, relating the curriculum to the real world.  “If a student’s dream is to be a business person I will ask them about managing their funds and turning a profit,” says Mr Somboka. “They’re the practical questions I ask my students.”

Mr Somboka is one of four children, his parents taught him the value of being patient and believing in yourself. 

His family would work as a team, helping one another, in order to face their problems. This is an approach Mr Somboka has taken with him to St Jude’s. 

“We do everything as a team, for each department,” says Mr Somboka. “If there’s a student failing a business subject, we as a department will meet and help that student." Teamwork and helping make up the spine of Mr Somboka’s teaching philosophy and are values that he passes onto his Form 6 students.

“I’m happy to see my students back in class after so long. My focus right now is to help the students cope after being home for over three months. Currently, the students are doing regional examinations and once that’s done, we will be going through all the past papers to prepare for the national examinations.” 

“I absolutely believe that this group of Form 6 students will make it into top 10 again because the students worked extra hard coming out of the coronavirus pandemic,” says Mr Somboka. 

On some days, Mr Somboka will be sitting in his office and hear a knock at the door. The person standing at the door will be a student, seeking help on an upcoming exam or even seeking counselling on what they are going through outside of school. 

“One of the problems students have involved parents who are divorced and they will be sitting in class thinking about their mum and dad,” says Mr Somboka. “I tell them that this is their parent’s problems, and it is up to them to find their own future.” 

“Once they have found their own future, they can help their parents.” He added, “My advice to all students is to focus on their priorities. They should always live based on St Jude’s core values which are Respect, Responsibility, Honesty and Kindness.” 

“What do you see here?” asks Ms Edina, nodding towards her desk, as the class settles into their seats.

“A pineapple,” says one of the students.

Indeed, standing proudly at the centre of Ms Edina’s desk is an enormous pineapple, the size of a leopard’s head. The pineapple is strategically placed, so it can be seen from any point in the room. 

“So, why did I start painting and drawing?” Ms Edina, an art teacher, ponders to the class. “Well, let me tell you a story.” 

She starts to explain that when she was five years old she used to play a game called ‘Baba mdogo’ which means uncle in Swahili. Participants sit in a circle and sing a song, afterwards one person in the circle will name an object, anything they like, and the entire circle is given one minute to draw it. Whenever it was Ms Edina’s turn she would only ever name one thing – a pineapple. 

Once Ms Edina began drawing, she couldn’t stop. Sometimes, she would even draw pineapples on the walls inside her family home, landing her in trouble with her parents. 

“Now, today, as my students, I want you to draw a pineapple too!” says Ms Edina.Only, on this occasion, students will not be drawing on walls, instead being given blank sheets of paper

“I don’t want you to draw the pineapple exactly as it is,” Ms Edina adds. “I want you to improvise, I want you to use any colour you like, and I want you to use detail.”

“You have one hour!” The students begin rummaging around the classroom; picking up pencils, paintbrushes and anything else they can find. She then lists the principles of art as the students get to work.

The art room offers serenity for the students, tucked away in a corner of the secondary campus, at the top of several flights of stairs. There is no conventional door to enter the art room, instead you brush through beaded curtains, a nod to the idea that the art room is always open. Inside, there are beautiful panoramic views of Mount Meru on one side, and rolling foothills on the other.

“So, what did you all draw when you were little?” asks Ms Edina to the class, as she works on her own pineapple. 

“Cars!” “Dogs!” “Flowers!” “Potatoes!” students cry out. 

The last response causes a stir amongst the students, and the class begin to exchange stories from their childhood. At 27 years of age, Ms Edina is one of the youngest teachers at St Jude’s and enjoys an easy rapport with her students. 

Two Form 6 students, Isaac and Lillian, involve themselves in Ms Edina’s art classes outside of their normal timetable, as art is not an A Level subject, but they still like to join in. “I’m always painting in my spare time,” says Isaac. “Madam Edina always supports us and she always challenges us to do more.”Lillian, who likes to draw whenever she is feeling stressed, agrees with Isaac. “Ms Edina never discourages us,” says Lillian. “She will always say, ‘you can do it!’” 

During the school shutdown period due to the spread of COVID-19, Ms Edina continued to support her students in their art studies. 

“When schools shutdown, I gave each of my students assignments and references for them to practise at home. Even though the schools were closed for over three months, the art packs that the students received proved to be helpful. I’ve seen a massive improvement in my student’s with some coming back with fresh ideas.”

However, with the introduction of an adjusted academic calendar, Ms Edina added, “currently it is tough for the students to make time to practise their art. But I do advise them to spare at least 30 minutes a day to brush up their craft.”

Flomena and her family live in a two-room mud house, nestled beside a creek on the outskirts of Arusha city.

Her mother, Agape, works on a farm, while her father, Aloyce, works as a security guard at a local convent. However, their combined income is not enough to provide for their three children.

Flomena was selected to join The School of St Jude in 2017 as a new Standard 1 student, when she, along with hundreds of others that year, applied for an academic scholarship.

Flomena passed the initial academic tests with flying colours, and when our staff conducted a poverty assessment of her home, it was clear that Flomena’s family deserved an opportunity for their intellectually gifted child to receive a scholarship to St Jude’s.

Already, the family’s life is starting to improve.

“Because we do not have to pay school fees for Flomena, we have saved a little money to buy some more chickens. Flomena is starting to speak English well and she can teach us, too,” said Aloyce.

He also shared an exciting dream that may come to fruition in the near future.

“We have finally saved enough and bought some [cement] blocks to start building a better house soon,” said Aloyce.

Moving out of a mud or wooden house and into a more solid dwelling is merely a pipeline goal for many Tanzanians. It is difficult for disadvantaged families to save funds to purchase simple building supplies, when more pressing concerns, such as feeding children, paying school fees and supporting frail relatives, take priority.

On top of all this, it can take many years in Tanzania for a small home to be built to completion.

Azael, Standard 3, and his family, understand this all too well. Like Flomena, Azael lives in a house made of mud and sticks. Thanks to the support his family receives from St Jude’s, they have made a start on building a house made of bricks, right next to their current home.

It’s a huge step up in terms of security and sustainability for years to come. Azael’s mother, Ester, beamed with pride as she explained what St Jude’s support means to her.

“I have have been able to buy a small calf that is growing. Little by little, we are building a new house made of bricks. We can save money, we are very grateful,” she expressed.

“The big changes I have seen in Azael, is that he is able to speak English very well. It is a very big change because before [attending] St Jude’s, he could only speak Kiswahili. This change will help him in his future,” Ester added.

Year by year, your support of our students’ education makes a much bigger impact. While it empowers poor, bright students, it also gifts families with the tools they need to lift themselves out of poverty.

Flomena and Azael’s families, quite literally, are building foundations for a brighter future… because of you.

When Zahra, Standard 6, danced her way out of the school gates on Uniform Day in 2015, she knew she had received a precious gift. 

“I remember my first day, I was so happy, my Mama was crying. We knew this was my golden chance to have a good future,” she explained. 

“Because of St Jude’s, I have learnt new skills and learnt about entrepreneurship. I can reach my dream of becoming an entrepreneur one day. It will be good to own a business in Tanzania, my big dream is to be a leader,” Zahra smiled. 

Zahra is the only child in her family. Her father earns a small wage driving a motorcycle taxi. Her mother was previously employed as a house-maid, but due to the COVID-19 pandemic, has been stood down from work. 

“Life has been tougher since coronavirus started. When Mama lost her job I was scared, because some of our needs cannot be met. Only Baba (father) is working now.” 

Although the impact of COVID-19 presents challenges for students, particularly while schools remain closed, St Jude’s families have expressed heartfelt gratitude for additional support. 

“We were so happy and thankful to the school. Mama was smiling a lot. The school did not forget us,” Zahra shared. 

When asked what she loves most about attending St Jude’s, Zahra paused and, giggling, tipped her head towards the rainbow-coloured play equipment. 

“I love everything. My dreams can come true.” 

Christopher, also in Standard 6, echoes Zahra’s expression. 

Christopher lives in a small mud house on the outskirts of Arusha City, with both parents and one younger sister. 

“One of the best things I can do is help my family at home using what I learn at St Jude’s,” Christopher said. 

Christopher’s mother earns a small living as a tailor, while his father works on construction sites. Like Zahra’s parents, their incomes have been compromised due to COVID-19.

“Not many people are leaving the house to bring Mama things to sew. As for my father, he is only working four hours per day, not full days. I feel bad for the situation, but at least the corona pack [COVID-19 Family Care Package] helped us,” he expressed. 

Christopher dreams to be a doctor so that he can help protect Tanzanians against infectious diseases. 

Because of you, Christopher is well on the way to reaching that goal.

“Before St Jude’s, I used to go to government school. Here [at St Jude’s], I can take school buses. We eat good lunch. My sponsors sometimes send presents, they really help my family. My parents are happy because they know I am safe at school.”